The Effect of Teaching and Mentoring Doctoral Students on Their Work-Life Balance

2.50
Hdl Handle:
http://hdl.handle.net/10755/602393
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Effect of Teaching and Mentoring Doctoral Students on Their Work-Life Balance
Other Titles:
The Effect of Teaching Demands on Research Productivity and Work-Life Balance of Doctoral Program Nursing Faculty [Symposium]
Author(s):
Smeltzer, Suzanne C.
Lead Author STTI Affiliation:
Xi
Author Details:
Suzanne C. Smeltzer, RN, FAAN, suzanne.smeltzer@villanova.edu
Abstract:
Session presented on Monday, November 9, 2015: Purpose and Significance:   Work-life balance (WLB), which refers to one’s ability to achieve and maintain a “balance” or equilibrium between one’s paid work and life outside work, whatever “life” involves for the individual, has been identified as one of the elements of a healthy work environment for nursing faculty. It may also be important in faculty members' intent to remain in or leave a position. As part of the larger study, this study examined WLB of doctoral program faculty and explored strategies they used to achieve and maintain a 'balance' between work and life outside work. Methods:    Data were collected via an on-line survey distributed nationally and completed by 554 faculty teaching in PhD or DNP programs. The survey was based on literature review and focus group data from PhD and DNP faculty. The focus groups addressed teaching/research/scholarship/service commitments, scholarly productivity, strategies to support research/scholarship activities and work-life balance.  The 15-item Work/Life Balance Self-Assessment scale was used in this study to assess faculty’s perception of WLB. They were asked to indicate the frequency of performance of specific behaviors on the scale during the past three months using a 7-point time-related scale. Data were analyzed using frequencies, analysis of variance, and hierarchical regression. Results :  Hierarchical regression revealed that current faculty position, hours spent weekly teaching, availability of research/teaching assistants, and the presence of an MSN program option explained 7.3% of the variance in WLB. After controlling for these characteristics, sacrificing time for self to fulfill work responsibilities, perception that family responsibilities are incompatible with work role, feeling that time spent focusing on doctoral students resulted in exhaustion, reporting that workload is detrimental to health and well-being, and experiencing fulfillment in performing the work role together predicted an additional 56.5% of the variance in WLB. Of note, younger faculty had poorer work-life balance than older, more seasoned faculty. Conclusions and Implications:   Although several factors found to be associated with WLB are a function of faculty members’ age, faculty rank, and time in their faculty role, other factors can be modified to improve faculty members’ WLB.  With the increased wave of nursing faculty retirements anticipated in the next few years, strategies to improve faculty members’ work-life balance so may be important in retaining experienced faculty to teach and mentor future doctoral students.  The retirements of senior faculty will result in new, younger faculty members from generation X and generation Y who are less tolerant of the heavy workloads and lack of work-life balance than their colleagues, resulting in the need to address this issue in subsequent years.
Keywords:
work-life balance; faculty shortage; research productivity
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15E28
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Effect of Teaching and Mentoring Doctoral Students on Their Work-Life Balanceen
dc.title.alternativeThe Effect of Teaching Demands on Research Productivity and Work-Life Balance of Doctoral Program Nursing Faculty [Symposium]en
dc.contributor.authorSmeltzer, Suzanne C.en
dc.contributor.departmentXien
dc.author.detailsSuzanne C. Smeltzer, RN, FAAN, suzanne.smeltzer@villanova.eduen
dc.identifier.urihttp://hdl.handle.net/10755/602393en
dc.description.abstractSession presented on Monday, November 9, 2015: Purpose and Significance:   Work-life balance (WLB), which refers to one’s ability to achieve and maintain a “balance” or equilibrium between one’s paid work and life outside work, whatever “life” involves for the individual, has been identified as one of the elements of a healthy work environment for nursing faculty. It may also be important in faculty members' intent to remain in or leave a position. As part of the larger study, this study examined WLB of doctoral program faculty and explored strategies they used to achieve and maintain a 'balance' between work and life outside work. Methods:    Data were collected via an on-line survey distributed nationally and completed by 554 faculty teaching in PhD or DNP programs. The survey was based on literature review and focus group data from PhD and DNP faculty. The focus groups addressed teaching/research/scholarship/service commitments, scholarly productivity, strategies to support research/scholarship activities and work-life balance.  The 15-item Work/Life Balance Self-Assessment scale was used in this study to assess faculty’s perception of WLB. They were asked to indicate the frequency of performance of specific behaviors on the scale during the past three months using a 7-point time-related scale. Data were analyzed using frequencies, analysis of variance, and hierarchical regression. Results :  Hierarchical regression revealed that current faculty position, hours spent weekly teaching, availability of research/teaching assistants, and the presence of an MSN program option explained 7.3% of the variance in WLB. After controlling for these characteristics, sacrificing time for self to fulfill work responsibilities, perception that family responsibilities are incompatible with work role, feeling that time spent focusing on doctoral students resulted in exhaustion, reporting that workload is detrimental to health and well-being, and experiencing fulfillment in performing the work role together predicted an additional 56.5% of the variance in WLB. Of note, younger faculty had poorer work-life balance than older, more seasoned faculty. Conclusions and Implications:   Although several factors found to be associated with WLB are a function of faculty members’ age, faculty rank, and time in their faculty role, other factors can be modified to improve faculty members’ WLB.  With the increased wave of nursing faculty retirements anticipated in the next few years, strategies to improve faculty members’ work-life balance so may be important in retaining experienced faculty to teach and mentor future doctoral students.  The retirements of senior faculty will result in new, younger faculty members from generation X and generation Y who are less tolerant of the heavy workloads and lack of work-life balance than their colleagues, resulting in the need to address this issue in subsequent years.en
dc.subjectwork-life balanceen
dc.subjectfaculty shortageen
dc.subjectresearch productivityen
dc.date.available2016-03-21T16:27:48Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:27:48Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.